The Saudi government pays much attention to improving the quality of teachers who teach students with disabilities, including those identified with ASD. The purpose of this study was to explore the beliefs and perceptions of teachers of students with ASD in Al Qassim about their knowledge, teaching skills, and preparation to teach students with ASD. This study addressed two questions. The first question was what teachers in Al Qassim believe they know about ASD and how to teach students with ASD. The second was what teachers of students with ASD believe they need to be successful teachers of students with ASD. The study was qualitative in nature. I addressed these two questions by interviewing seven practicing special educators in Al Qassim, Saudi Arabia. Three themes emerged from the analysis: (a) Participants’ Perceptions of their Teacher Preparation Programs, (b) post-BA learning, and (c) the Reality of Teaching in Schools. Conclusions, implications, and suggestions were made based on the findings of the study.
Keywords: Autism Spectrum Disorder (ASD), teacher preparation programs, professional development courses, in-service special education teachers, and pre-service teachers.
Level of Degree
First Committee Member (Chair)
Julia Scherba de Valenzuela
Second Committee Member
Third Committee Member
Fourth Committee Member
ALOTHAIM, SULIMAN SALEH. "Autism Spectrum Disorders (ASD): Knowledge, Teaching Skills, Preparation, and Needed Knowledge of Saudi Arabian Special Educators to Meet the Needs of their Students with ASD." (2017). https://digitalrepository.unm.edu/educ_spcd_etds/29